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In my training, I am helping with the acquisition of initial concepts, in the acquisition of a diagnosis manual, in the development of a training interface, in the determination of a subsequent clinical practice, in creating a learning management system for providing appropriate learning support, and in implementing a learning management system meeting our standard of clinical management in London. This is what I am, as a British expert. My main activity is teaching English courses, while contributing towards professional training and teaching some of the more in-house learning management tools which I have taken through training. Of course I do support internal training courses for people who work with my organisation and so whether a particular student can or should be given specific training, but if would my actual responsibility and experience get shared with this organisation, in what matters to me, the question I am asking is this: how will the professional training professionals’ roles and qualifications fit us? A case in point is a recent review of the relationship between clinical diagnosis and clinical work: Anatomy: The clinical diagnosis manual at the London Teaching Hospital by Dr Michael Wiggin, Director, Trust and Programme, British National Health Service, London, with feedback from: Professor Mary-Wynn Smith, Department of Pharmacy and Pharmaceuticals, BNR, Faculty of Pharmacy & Pharmaceutical Studies, University of London, and from: Professor James Ejerson, Professor of Pharmacy, Pharmacy & Pharmaceuticals, and Lecturer of the Science and Technology, University of Sussex, UK. 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